人教高中英语必修五：Unit+4教案.doc

1、Unit 4 Making the News（一）教材分析：本单元的中心话题是“新闻”，主要内容涉及新闻工作者要具备的素质和新 闻采访的基本程序。语言机能和语言知识主要围绕“新闻”这一话题展开。热身（Warming-up）通过讨论引出“中国日报社（China Dail/工作人员的 类别和职责。读前部分首先通过一个调查问卷引导学生了解一个优秀的记者应该具备的 素质；然后引导学生讨论他们“第一次”的经历和感；最后通过一个“假设”为 下一部分的学习做好准备。阅读部分通过Zhou Yang 一名China Daily的新员工和他的上司 Hu Xin,一 名资深记者的谈话引导学生了解新闻工作者的基本素质

2、，新闻采访的基本程序以及采访时应该注意的要点等。理解部分设计四个活动加深学生对阅读部分的理 解。四个活动涉及从文章中获取所需信息，对阅读文章进行分段，以及通过形容 词归类引导学生思考一个优秀的新闻文字记者和摄影记者应该具备的素质。“语言学习”部分归纳和运用本单元一些重要的词汇和语法一倒装句。语言的运用部分涵盖了听、说、读、写四项基本技能，首先通过阅读一文介 绍新闻写作的步骤和见报前的有程序，并讨论文中这位“影星”可能说了什么谎， 在阅读和讨论的基础上写出一条有关某影星的独家新闻，然后要求学生听一段对 姚明的采访录音，做听力练习；最后要求学生通过双人对话复习和巩固有关交际 功能的“约会”用语。（

3、二）教学目标1 .语言知识词汇occupation reporter profession photograph photographer colleague eager concentrate course acquire meanwhile trade recorder case accuse deliberately guilty section technical technically thorough gifted defend crime normal seldom edition department task accurate employ polish note chief

4、 approve process intension appointment senior词组concentrate on accuse of so as to defend against语法倒装旬(Inversion)功能约会(Making appointments)话题新闻米访的基本程序，报刊电视媒体2.语言技能听培养学生从交谈情境中获取信息要点的能力，以及捕获细节的能力说让学生掌握灵活运用有关交际功能“约会”的用语读训练学生的阅读技巧，让学生在阅读中了解新闻工作者的基本素质， 新闻采访的基本程序以及采访时应该注意的要点等写用英语进行新闻报道，写一篇关于某影星的独家新闻稿3.学习策略学生

5、在f 程度上形成自主学习、 合作学习、信息处理、英语思维能力以及综合 运用语言能力（辩论、写作）的能力认知猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能调控小组活动中通过对同伴的意见归纳， 用自己的方式表达出来，从前面 的阅读和同伴处得到反馈，对自己在作文中的错误进行修改； 同伴合 作，探究发现规律并灵活运用交际积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务4.教学的重点和难点（1）重点1） 了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要 点等2）学会约会3）语法项目-倒装句4） 了解新闻写作的步骤和见报前的有程序5）让学生初步学会运用所学的新闻报导

6、的知识进行新闻文章写作（ 2）难点1）让学生归纳出新闻工作者的基本素质2）让学生灵活运用功能用语进行约会场景交流3）让学生初步学会写新闻报道文章（三）教学安排对课本内容进行优化组合，可将本单元分成6 个课时Period 1 ReadingI . Teaching aims:1. Target languageoccupation, do research, on one own, cover, concentrate on, acquire, accuse oSo as to,scoop1) Not till you are more experienced!2) You ll find yo

7、ur colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.3) Not o nly am I interested in photography, but I took a course at university, so it s aspecial interest to me.4) Only if you ask many questions will you acqui

8、re all the information you need to know.5) We say a good reporter must have a“ nose ” for a story.6) This is a trick of the trade.7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?8) Perhaps I too will get a scoop!2. Ability goal1) Enable the stu

9、dents to talk about qualities needed to be a good reporter and howto conduct a good interview2) Train the studentsreadingsakbimilimtyi(ng, detail reading). Teaching important points:Help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protec

10、t a story form accusation.m . Teaching difficult points:How to help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.IV. Teaching methods:Cooperative learning, task-based learning, fast-readingV. . Teaching aid

11、s:A computer, a blackboard, a tape-recordVI. Teaching procedures:Step I Lead-in1. Greeting2. Ask Ss some questions about their future jobs.1) Have you ever considered about your future job or occupation?2) What kind of occupation would you like to take? / What s your ideal of job in future? Why?Step

12、 n Warming-up1. Ask Ssto look at newspapers previously prepared and guess what kind of jobs would be needed to produce newspaper articles.2. Ask Ss to work in pairs and 1ll in the chart ( types of jobs, what each type of job involves)Reference Chart:ProfessionWhat it involvesreporter/ journalistInte

13、rview people or finds out events from onlookers and writes news storieseditorchecks the writing and facts and makes changes if necessaryphotographertakes photographs of important peopleor eventscriticgives opinion on plays and booksdesignerlay out articles and photographsforeign correspondentreports

14、 form abroadStep m Pre-reading1. Ask the Ss work in pairs to discuss the qualities need for a newspaper reporter and evaluate which qualitiesthey consider are the mostimportant, and they can also make some complements. Put all the qualities on the board in a list and alongside them put two columns:

15、one for the most important ones and one for important qualities. Ask one from each pair to give their findings on (what they consider) very important and important qualities. Put a tick for each one in the correct column . Count up the ticks and write down the three most important qualities and the

16、three important qualities.2. Ask the Ss to work in pairs to discuss an occasion of this sort that they remember e.g. fist day at a new school, and ask them to consider why they remember it and especially how they felt. Then choose some of them to tell their experiences.3. Discuss what all the experi

17、ences have in common and what they can do Make themselves feel better Make others feel betterStep IV Reading1. Fast reading. Ask the Ss to go through the whole passage as fast as they can and try to find answers to the following questions. (Shown on the blackboard)1) Could Zhou Yang go out on a stor

18、y alone immediately? Why (not)?2) What mistakes must he avoid?3) How did Zhou Yang feel on his first day at work?2. Ask the Ss to pay attention to the way the questions develop in the dialogue (Explain to them that all of these questions are finding out more about the qualities and skills needed for

19、 the job)3. Ask the Ss to follow the tape and read the passageagain and then do theExercise in comprehending part together. (For detail, refer to the PPT)Step V Language pointsExplain somedifficult language points as listed in the PPT. (Omitted, just refer to the correspondent PPT) Step VI Homework1

20、. Practice reading aloud the dialogue with your partner. Pay attention to the intonation and stress.2. Read a newspaper and try to discover something to do with our topic about it.Period 2 Learning about LanguageI . Teaching aims:1. Target Languageuntrained, fairly, technical, process, polish, conce

21、ntrate on ；accuse of ，approve of by accident, get absorbed in, defend against, break down She does not get absorbed in The reporter went out with2. Ability goalsEnable the Ss to know how to use some expressions in an idiomatic way.Enable the Ss to use the words and expressions more freelyn . Teachin

22、g important points:Get the Ss to practice the words and expressions more freely and correctlym . Teaching difficult points:How to enable the Ss to use the words and expressions more freely and correctlyIV. Teaching methods:Cooperative learning, task-based learning, explaining, discussion and practic

23、ing.V. . Teaching aids:A computer, a blackboard, a tape-recordedVI. Teaching procedures:Step)I GreetingsStepH RevisionT: Yesterday we talked about the qualities needed to be a good reporter, how to getan accurate story and how to protect a story from accusation. Now I d like you to tme what qualitie

24、s a reporter should have. (Ask a Ss to share their knowledge with others)StepIH Discovering useful words and expressions1. Ex1 on page 28. Give Ss directions that they should find the idiomatic expressions used in the text to match with the expressions given in the Activity. Then check and make some

25、 necessary explanation.2. Ex2 on page 28. Ask the Ss to finish Exercise 2 and then check the answer and make some explanation if needed.StepIV Using words and expressions (P63)1. First deal with Ex.1 on page 63.“ What happened when the General went to war? ” Students can work in pairs to have a disc

26、ussion, and then ask some students to give their answers.A: The General went away to war. Meanwhile his advisers marked his progress on a mapso as tobe sure of knowing where he was.B: Meanwhile the gardener planted new flowers in the flowerbedsso as to be able to make a beautiful gardenofr the Gener

27、al s return.Meanwhile the cook learned to make some new dishes so as to be able toprepare a special banquet when the General returned.Meanwhile his wife made him some new clothesso as to be able to dress himsmartly for the banquet on his return.Meanwhile his children practiced some new songs and dan

28、scoesas tobe able to perform for the General when he returned.2. If time permits, continue Exercises 2-4.Step V. Homework1. Review the words and expressions for this Unit.2. Preview discovering useful structures.Period 3 Grammar: InversionsI . Teaching aims:1. Enable the students to use inverted sen

29、tences correctly2. Help the students learn how to use Inversions correctlyn . Teaching important points:Help the students learn what Inversion is and how to use Inversions correctlym . Teaching difficult points:How to help the students to apply the Inversions correctly in contextIV. Teaching methods

30、:Inductive and deductive methods, task-based learning and cooperative learningV. . Teaching aids:A computer, a projectorVI. Teaching procedures:Step I Presentation1. Ask the Ss to find out the sentences of Inversion in the Reading. First explain what an inversion is.“ Innormal word order in a senten

31、ce the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion.2. Ask the Ss to say the sentences, and then show the answers on the screen.Never will Zhou Yang forget his first assignment at China daily.Only when you have seen what he o

32、r she does, can you cover a story by yourself.Only if you ask many different questions will you acquire the information you need to knowStep n Explanation and SummaryThe order of the subject and the verb is reversed after the following adverbial elements:1) Adverbial expressions of negation or near

33、negation with no, not, never,neither, seldom, scarcely, rarely, barealnyd hardly, etc. The same reversal of word order takes place after negative conjunctions like neither, nor, not only but also, no sooner thane.g. In no case can an exception be made.Never have I seen such a stupid.Not until he los

34、es all his money will he stop gambling.Scarcely had he entered the room when he was knocked down by a stranger.Not only is he beautiful, but she is also very intelligent.I cannot attend the meeting tonight, and neither can my wife.2) Adverbial expressions withonlye.g. Only after an operation will he

35、 be able to walk again.Only one has he done such a thing.3) Adverbial expressions with soe.g. So greatly did he admire the beautiful actress he asked her to marry him.The word order is also reversed after the conjunction so.e.g. I caught a cold, and so did my wife.4) Adverbial expressions of placee.

36、g. There stood the tallest man he had ever seen.Inside the room were a few pieces of furniture.But when the subject is a pronoun instead of a noun, the order should not be inverted.e.g. Here he comes.Off he ran.5) Other adverbials in initial positione.g. Loud and clear rang the bell.Often did we sit

37、 together without saying a word.Step IV Further Explaining全部倒装1. 用于 there be 句型There are many students in the classroom2. 用于 “ here (there, now, then) +不及物动词+主语的句型中，或以out, in, up, down, away等副词开头的句子里面，表示强调Here comes the bus.There goes the bell.Now comes our turn.Out went the children.代词作主语时，主谓语序不变He

38、re it is.In he comes.3. 当句首状语是表示地点的介词词组时，也常引起全部倒装South of the city lies a big steel factory.From the valley came a frightening sound.Under the tree stands a little boy.4. 表语置于句首时，倒装结构采用“表语连系动词主语”的结构1) 形容词连系动词主语Present at the meeting were Professor White, Professor Smith and many other guests.2) 过去分词

39、连系动词主语Gone are the days when they could do what they liked .4) 介词连系动词主语Among the goods are Christmas trees, flowers, candles and toys.5. 为了保持句子结构平衡，或为了强调表语或状语，或为了使上下文结构紧凑They arrived at a farmhouse, in front of which sat a small boy.Inside the pyramids are the burial rooms for the kings and queens a

40、nd longpassages to these rooms.部分倒装1. 用于 疑问句Do you speak English?2. 用于省略if 的虚拟条件句Had you reviewed your lessons, you might have passed the examination.3. 用于 “形容词（或名词、动词）as （though） ”引导的让步状语从句Pretty as she is, she in not clever.Try as he would, he might fail again.Money as they had, they don t know ho

41、w to spend it.4. 用于 no sooner than, hardly when 和 not until的句型中No sooner had she gone out than the class began.Not until the teacher came did he finish his homework.5. 用于 never, hardly, seldom, scarcely, little, atno time, not only 等否定词开头的句子里Never shall I do this again.At no time can you say “ no ”

42、to the order.Little do I dream I would see you here.6. 用于only 开头的句子（only位于句首，修饰副词、介词短语或状语从句）Only in this way can you lean English well.Only when he told me did I realize whattrouble he was in.7. 用于 so, nor, neither 开头的句子，表示重复的内容此句谓语应与前句谓语的时态形式一致He has been to Beijing. So have I.Jack can not answer t

43、he question. Neither can I.8. 在 so / such that 的结构中，若so 置于句首，则句子部分倒装So difficult a problem is it that I can t work it out.Such a noble person is he that people all respect him.9. 如果直接引语后注明引语是什么人所说的，主语是名词时，用倒装结构主语是代词时，一般不用倒装结构“ Let go, ” said the man / he said.10. 用于 某些祝愿的句子May you succeed!Step V Con

44、solidating and Applying the ruleExercise to be shown on the PPT and one student at a time to dothe exercise orally. (Multiple choices, E-C translation, usinginversions)Step VI Summary and Assignment1. Make a summary of today s task.2. Ask Ss to write a short passage, and try to use as many as invers

45、ions in the passage.Period 4 Using languageI . Teaching aims:Target language:edition, department, accurate, concise, chief, employ, polish, note, chief, approve, negative, process, primary source, secondary source, present, investigateAlthough he realized ，Zhou Yang knew he must not accuse him direc

46、tlyMonths of training had taught him to write with no wasted words or phrases.One of the reasons that is that they help us to decide what isand what isAbility goals:1. Enable the Ss to get some basic knowledge about the writing and printingprocess of an article2. Enable the Ss know what is primary s

47、ource and what is secondary source.n . Teaching important points:Make Ss understand writing and printing process for an article and the primary and secondary sourcem . Teaching difficult points:Make Ss understand writing and printing process for an article and the primary and secondary sourceIV. Tea

48、ching methods:Fast-reading method, task-based methodV. . Teaching aids:A computer, a blackboard, a recorderVI. Teaching procedures:Step I Lead-in1. Greetings.2. “ Nowadayswith the development of media, lots of information can be received by people all over the world soon everyday. And people can lea

49、rn about news at home and abroad by watching TV, listening to radio, surfing the Internet, reading magazines and newspapers etc. Among these media, newspaper is one of the oldest, In China there are many kinds of newspapers. I believe all of you read some of them everyday. Am I right?Using words abo

50、ve to lead in todays topic and get Ssinvolved in their familiar media form, newspapers.StepH Reading1. Ask Ssto go over the passage(Getting the “ Scoop) ” quickly and find the general idea of the text. (Answer: It introduces the process of writing and printing for a newspaper article.2. Scanning: As

51、k Ss to read the passage again and try to answer the questions as listed on the screen.Questions:1) What is Zhou Yang s first task? (Answer: His first task was to write hisstory)2) How many people read his article before it was ready to be processed into film negatives? Who were they? (Answer: Befor

52、e it was ready to be processedinto film negative, an editor from his department, the copy-editor, the native speaker, the chief editor and the new desk editor read his article.)3. Then let the Ss make full use of their imagination to complete Ex2.Step m Extensive Reading (P 65)1. Ask Ss to turn to p

53、age65 and read the passage as quickly as they can to get the main idea of the passage. (Answer: The passage tells us what a primary source and a secondary source are and the difference between them.2. Ask Ss to read the whole text again in detail and do theTrue orFalse questions on blackboard.1. Whe

54、n we read about Jia Sixie in our textbook we are reading a primary source.2. As we watch the news on TV, the person presenting the programme in the studio is the secondary source.3. Photographers sometimes are both primary and secondary sources.4. Knowing the difference of primary and secondary sour

55、ces can help us decide what is a fact and what is an opinion.5. Often facts and opinions are mixed in any report.Keys: FTFTTTipsA primary source depends on: The person who has written the news should be there at the time.Primary sources and secondary sources are very important for finding out the tr

56、uth. The closer a person is to the event they describe in time or geographically, the more likely they are to be accurate.3. Do Exercise3 to choose S sunderstanding.The primary source is the Garlic Wars because it was written at the time. I think Plutarch Life of Julius Caesar and Shakespeare plasy

57、about Julius Caesar will have more opinion than fact because they were written long after the events happened.Step IV Summary and AssignmentToday we ve learned writing and printing process for an aticle and what is a primary source and what is a secondary one. These are very important for your future work if you want to be a reporter. Today s homework:1. Ask the students to interview a student of Senior Grade three and write a repo